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2.2 Pay attention to actual effect and be intent on nothing but usefulness. Although computer has the
function of multi-media and super-media, it can only be a media in teaching program. Some teachers
take it as all-media. They cannot look the multi-media computer all round from the sides of media.
They use computer to complete every thing they can do. The blackboard is only the ornament within
their vision and computer becomes another book to students. As we all know, the function of the
multi-media does not always work. We must think over when, where and how the multi-media
should be used in teaching. You are to be sure to keep in mind that multi-media cannot be misapplied
anywhere. It should serve the teaching. The multi-media teaching program is bad or good should be
reflected by its teaching 3.2 Personal Opinions of Further Research（二级标题小4号；字体：Times
New Roman；加粗） The multi-media teaching encourages students to combine speaking and
practice and to strengthen the memory. But some teachers consider that advanced teaching methods
must bring the advanced teaching ideas. Some teachers use the multi-media as the teaching tools.
Teacher still acts as the center of the teaching and students are still the passive accepter. Force-feed
type educates still give full play to their remarkable skill (Bernard, 1995；210). (夹注方法：1. 写出
作者的姓名（英语学者用last name，中国学者用其姓名的全称）加逗号；2. 作品出版时间
加分号；3. 参考作品的页码) （夹注内容应放在应放在标点符号之前） （英文摘要和关键
词都是两边对齐；5号字；行距：单倍；字体：楷体；“摘要”和“关键词”两个词或词组要加
粗） 1.1Multi-Media With Erroneous Zones………………………………………………1 Further
more, we couldn’t simply regard this problem as the mutual incorrectness between right or wrong.
The key to the problem is continue transforming the attitude,the angle, the role, the method between
traditional English teaching and the modern one. All teachers shall make joint efforts to take certain
countermeasures to the various problems occurring during multi-media English teaching， in order to
promote teaching reform, improve teaching quality, develop the language ability of students. Ⅱ
Countermeasures （一级标题4号字；字体：Times New Roman；加粗） ⅢConclusion （一级标
题4号字；字体：Times New Roman；加粗） 1.1.3 Erroneous Zone
3……………………………………………………………2 （以下字体小4号；字体Times New
Roman;行距：1.5倍） 英语论文的文中引述正确引用作品原文或专家学者的论述是写好
英语论文的重要环节既要注意引述与论文的有机统一即其逻辑性又要注意引述格式
即英语论文参考文献的规范性引述别人的观点可以直接引用也可以间接引用无论采
用何种方式... Leech, G. N. and Beale. (1984). Language Teaching. UCREL. The application of
multi-media in English teaching has broken the traditional teaching pattern “one chalk, one
blackboard”. It processes the words, images, voice and animation and other information by the
computer and forms an all-around teaching system. It is not only a good medicine to the Chinese
student with their mute English but also benefit to the improvement of students’ language ability and
students’ subjective initiative shall be fully developed. It can improve teaching efficiency and
teaching quality effectively. Ⅰ
Introduction………………………………………………………………………...1 2.3 Center on the
teaching material and grasp the main point. To gain the teaching goal, the percept can be presented
to students visually with the usage of multi-media and students are impressed by the voice, image or
color to set aroused students' interests in studying, make them concentrate on the class more
carefully, more steadily and more actively(Gary G Bitter, 1989: 229). But in many practical classes,
some multi-media teaching program departures the teaching goal more or less because teacher
ignores the careful research on the teaching goal and teaching material. As an example, some English
multi-media teaching programs use a lot of phonotype, videotape, pictures, images, some editing and
rearrangement of historical film or people dialogue to introduce the background of the text, which
makes students understand the lesson more difficultly and can not learn knowledge better. We must
know, sometimes, it is very necessary for us to use media to help us in teaching, but if we cannot use
multi-media in a good time and use too much media information in our class, the teaching goal will
be dim to students. It is necessary to adopt multi-media properly in teaching, but going too far is as
bad as not going far enough. When the multi-media bring into play its roll, we must think over the
best time and best method we use it so that we can help students solve problems. Remember that you
mustn't a presumptuous guest usurps the host's role. Abstract (in
English)…………………………………………………………………..1 LiYang , the undersigned,
hereby declare that this thesis does not contain any material which has been accepted for the award
of any other higher degree or graduate diploma in any tertiary institution and that, to the best of my
knowledge and belief, this thesis does not contain any material previously published or written by
another person, except when due reference is made in the text of the thesis. 3.1 Prospect in English
Teaching……………………………………………………...6 Some teachers pursue the newest high
technology and braveness simply, make the teaching program to the achievement exhibition of the
multi-media teaching and cannot use the multi-media to put the axe in the helve that cannot be
solved in the traditional teaching. They do not look the multi-media as the assistant teaching tool.
They make the multi-media teaching program very beautiful and flaming, but this just detracts
students’ attention and bothers students’ observation. We must know that the multi-media assistant
teaching is not only the art, but also the science. As the assistant English teaching software, solving
the problems met in English teaching should be the primary. We should look the actual effect of the
software, not emphasis on the eyewash. Take the man as the primary and adopt the advantages of
the multi-media. When we make the multi-media teaching program, we must know that it is only and
can be only the assistant teaching tool for our teaching. Students and teacher should be always the
primary. Teacher is the leading and students are the principal part. With the interposition of multi-
media, teacher is less participated in the class and students are more active in the class. But this does
not mean that teacher is not the leading any longer, Teacher is always the designer of the class,
exponential of the study and the organizer of the class. The teaching art is improved. Teacher should
pay more attention to giving students advices. Further more, teacher should set up his own teaching
style in his multi-media teaching program to make his lessons more vivid and vigorous. Every teacher
must not be controlled by the multi-media. The multi-media teaching program is not the repeat of the
hook, not the relish of the lessons, it is the re-creation which can meet the requirement of teaching
contents and students' practical cites by teacher. 关于论文结构和格式规范的有关问题请认
真阅读外国语学院英语本科毕业论文撰写要求同时可查阅MLA格式学位论文写作规
范供查询用建议以本范文作为模板把自己论文的相应部分复制后以选择性粘贴无格
式文本的方式粘贴到范文的相应...
OnExtracurricularActivitiesandCultivationofEnglishCommunicativeAbilityofCollegeStudentsApplicantXXSu
Handler, Diced. (1983). Exploring English with Microcomputers. London: Educational Technology
2.1 （二级标题小4号；字体：Times New Roman；加粗） Ⅰ
Introduction………………………………………………………………………...1 1.1.3 Erroneous
Zone 3……………………………………………………………2 2.1 Unsuitable Operation
……………………………………………………………4 1.1.1 The use of the multi-media as the
leading teaching methods (与二级标题相同；加粗) 关于论文结构和格式规范的有关问题
请认真阅读外国语学院英语本科毕业论文撰写要求同时可查阅MLA格式学位论文写
作规范供查询用建议以本范文作为模板把自己论文的相应部分复制后以选择性粘贴
无格式文本的方式粘贴到范文的相应... （以下正文均为：小4号字；字体：Times New
Roman；行距：1.5倍） 1.1.2 The change of the “Teacher Teaching” into “Machine Teaching” and the
ignorance of the main teaching status of students 2.4 Grasp the rhythm of the multi-media and seize
the opportunity to use the multi-media. More knowledge is brought to the class because of the
application of multi-media in teaching. If teacher cannot grasp the rhythm very well, teaching process
will be quicker easily. Students cannot grasp the knowledge well. Time passing by, the study
enthusiasm of students' may be reduced. So grasp the rhythm of the multi-media in English teaching
is very important. Teacher should give students enough time to think over the teaching content. If
heaps of knowledge were tipped to students and there is not enough time to digest, students will be
busy reading and ignore the teaching of teacher's. You should remember that students are always the
principal part in teaching (Retailer, 1980: 109). If there is not enough communication with eyes and
mouths between teacher and students, students will lose the interest of study very easily. Much time
is saved when we use multi-media to help our teaching, so teacher must try his best to enlighten,
suggest, communicate and enliven the atmosphere of the class, which may encourage students to
study and improve teaching efficiency. 学院：外国语学院 专业：英
语 级别：20##级（1）班 The countermeasures are the measures and the remedies
which the educators can take measures to correct the misunderstandings or misusing of multi-media
English teaching. ⅡCountermeasures………………………………………………………………….3
英文题目其中全部字母大写小三号字1论文题目居中每段落首行缩进2中文字符2行
距一律为15倍3外文字体一律为TimesNewRoman中文一般用宋体小四号字4文中直接引
用他人观点要加引号在引文后要注明出处作者姓名英... 1.1 Erroneous Zones in the Use of
Multi-Media 1.1.3 The replacement of the Student-to-Teacher with Student-to-Machine.
ⅢConclusion…………………………………………………………………………..6
BIBLIOGRAPHY（全部大写；字体Times New Roman, 小4号字；加粗） （字体：Times New
Roman；小3号字；居中；加粗） Christopher, N. Candlin. (1986). Computers in English Language
Teaching and Research. Longman Inc, New York. 安徽农业大学毕业论文设计论文题目姓名
学号专业指导教师职称中国合肥二oo年六月安徽农业大学学士学位论文设计开题报告
ImageofNewWomaninSisterCarrieThesissubmittedtothe... 2.3 Vague Content with Automatical
Transformation…………………………………5 1.1.1 Erroneous Zone
1……………………………………………………………2 For this essay, the author would like to
share the discussion and opinions with every English educators who always pay attention to the
problem. More achievements will be succeeded by getting down to the real practice. Thank you for
correcting my improperness in this essay and expressing your thought.
 LiYang , the undersigned, hereby declare that this thesis does not contain any
material which has been accepted for the award of any other higher degree or graduate diploma in
any tertiary institution and that, to the best of my knowledge and belief, this thesis does not contain
any material previously published or written by another person, except when due reference is made in
the text of the thesis. 3.2 Personal Opinions of Further
Research……………………………………………6 1.1.2 The change of the “Teacher Teaching”
into “Machine Teaching” and the ignorance of the main teaching status of students Christopher, N.
Candlin. (1986). Computers in English Language Teaching and Research. Longman Inc, New York.
IdiomTranslationundertheChineseandEnglishCulturesClassXXXNumberXXXNameXXXAbstractNidaafamo
IdiomTranslationundertheChineseandEnglishCulturesClassXXXStudentsNumberXXXNameXXX说
明关键词KeyWords为加粗冒号后加空格再接... result. When we use multi-media, we must
proceed from actual conditions and pay attention to actual effect. Teaching mistake will be made if
you follow the fashion of applying multi-media everywhere. Once a teacher applied multi-media in
his teaching for only five minutes but all the other teachers attend the lesson felt that was the most
successful multi-media lesson they had ever attended. Thus it can be seen that the use of the multi-
media is one not of quantity but of quality. Moreover, when we use multi-media as the teaching tool,
we should also study intensively the teaching materials and have a definite object in view. None but
in this way can the application of the multi-media in teaching make the finishing point. Some
teachers pursue the newest high technology and braveness simply, make the teaching program to the
achievement exhibition of the multi-media teaching and cannot use the multi-media to put the axe in
the helve that cannot be solved in the traditional teaching. They do not look the multi-media as the
assistant teaching tool. They make the multi-media teaching program very beautiful and flaming, but
this just detracts students’ attention and bothers students’ observation. We must know that the multi-
media assistant teaching is not only the art, but also the science. As the assistant English teaching
software, solving the problems met in English teaching should be the primary. We should look the
actual effect of the software, not emphasis on the eyewash. （以下字体均为：Times New Roman；
小4号；行距：1.5倍） Ⅱ Countermeasures （一级标题4号字；字体：Times New Roman；加粗）
1.1.4 The misunderstanding of multi-media method 2.2 Over stimulation In
Courseware…………………………………………………4 （英文摘要和关键词都是两边对
齐；5号字；行距：单倍；字体：楷体；“ 摘要”和“ 关键词”两个词或词组要加粗） Abstract:
With the rapid development of computer and popularization of the network, the present teaching
pattern that still uses traditional teaching method “one chalk, one blackboard” seems to be unable to
meet the requirements in the present society any longer, and English teaching is no exception. The
introduction of the multi-media teaching method to the English class has been one of the tendencies
to the development of English teaching. But the misuse of the modern tools will surely result in the
bad effect to English teaching. So English teachers should take an active part in the research of how
to use the multi-media teaching method in English teaching and try to avoid its misuses. 关于论文
结构和格式规范的有关问题请认真阅读外国语学院英语本科毕业论文撰写要求同时
可查阅MLA格式学位论文写作规范供查询用建议以本范文作为模板把自己论文的相
应部分复制后以选择性粘贴无格式文本的方式粘贴到范文的相应... Take the man as the
primary and adopt the advantages of the multi-media. When we make the multi-media teaching
program, we must know that it is only and can be only the assistant teaching tool for our teaching.
Students and teacher should be always the primary. Teacher is the leading and students are the
principal part. With the interposition of multi-media, teacher is less participated in the class and
students are more active in the class. But this does not mean that teacher is not the leading any
longer, Teacher is always the designer of the class, exponential of the study and the organizer of the
class. The teaching art is improved. Teacher should pay more attention to giving students advices.
Further more, teacher should set up his own teaching style in his multi-media teaching program to
make his lessons more vivid and vigorous. Every teacher must not be controlled by the multi-media.
The multi-media teaching program is not the repeat of the hook, not the relish of the lessons, it is the
re-creation which can meet the requirement of teaching contents and students' practical cites by
teacher. 1.1.1 Erroneous Zone 1……………………………………………………………2 浙ICP
备2020033727号 浙公网安备3310902000919号 LaTeX Online Code Snippets-
Copyright©2019版权所有 英语论文的文中引述正确引用作品原文或专家学者的论述是
写好英语论文的重要环节既要注意引述与论文的有机统一即其逻辑性又要注意引述
格式即英语论文参考文献的规范性引述别人的观点可以直接引用也可以间接引用无
论采用何种方式... 2.4 Neglect Of Teachers’
Function……………………………………………………5 For this essay, the author would like to
share the discussion and opinions with every English educators who always pay attention to the
problem. More achievements will be succeeded by getting down to the real practice. Thank you for
correcting my improperness in this essay and expressing your thought. 郑夫扬. 恰当应用多
媒体，提高课堂教学效率[J]，江苏：教育与现代化，2001(3).
（英文摘要和关键词都是两边对齐；5号字；行距：单倍；字体：楷体；“摘要”和“关键词”两
个词或词组要加粗） There are many outstanding strong points in multi-media teaching comparing
with the traditional teaching. But it is not valid everywhere. It has both advantages and
disadvantages. Some teachers cannot see the advantages and disadvantages of the multi-media in
their teaching and cannot exploit to the fully the multi-media’s favorable conditions and avoid
unfavorable ones. They cannot use the multi-media and ignore the function of teacher. The multi-
media teaching programs of theirs are only the accumulation of letters, images, and the contents of
books, just like a refurbished version of the book. There is no innovation in their class. They just
show the multi-media teaching program in their English class and teacher just like a projectionist.
Teacher become the slave of the multi-media and cannot be as the leading teaching main subject.
1.1.2 The change of the “Teacher Teaching” into “Machine Teaching” and the ignorance of the main
teaching status of students 1.1.3 Erroneous Zone
3……………………………………………………………2 1.1.4 The misunderstanding of multi-
media method 2.3 Center on the teaching material and grasp the main point. To gain the teaching
goal, the percept can be presented to students visually with the usage of multi-media and students
are impressed by the voice, image or color to set aroused students' interests in studying, make them
concentrate on the class more carefully, more steadily and more actively(Gary G Bitter, 1989: 229).
But in many practical classes, some multi-media teaching program departures the teaching goal more
or less because teacher ignores the careful research on the teaching goal and teaching material. As an
example, some English multi-media teaching programs use a lot of phonotype, videotape, pictures,
images, some editing and rearrangement of historical film or people dialogue to introduce the
background of the text, which makes students understand the lesson more difficultly and can not
learn knowledge better. We must know, sometimes, it is very necessary for us to use media to help us
in teaching, but if we cannot use multi-media in a good time and use too much media information in
our class, the teaching goal will be dim to students. It is necessary to adopt multi-media properly in
teaching, but going too far is as bad as not going far enough. When the multi-media bring into play
its roll, we must think over the best time and best method we use it so that we can help students
solve problems. Remember that you mustn't a presumptuous guest usurps the host's role. Some
teachers pursue the newest high technology and braveness simply, make the teaching program to the
achievement exhibition of the multi-media teaching and cannot use the multi-media to put the axe in
the helve that cannot be solved in the traditional teaching. They do not look the multi-media as the
assistant teaching tool. They make the multi-media teaching program very beautiful and flaming, but
this just detracts students’ attention and bothers students’ observation. We must know that the multi-
media assistant teaching is not only the art, but also the science. As the assistant English teaching
software, solving the problems met in English teaching should be the primary. We should look the
actual effect of the software, not emphasis on the eyewash.
IdiomTranslationundertheChineseandEnglishCulturesClassXXXStudentsNumberXXXNameXXX说
明关键词KeyWords为加粗冒号后加空格再接... The countermeasures are the measures and the
remedies which the educators can take measures to correct the misunderstandings or misusing of
multi-media English teaching. Discussion on the Application of Multi-media 摘要：随着电脑和网
络的迅速发展，那种“一盒粉笔，一块黑板”的传统教学模式的应用已远远不能满足现
代社会对教学的需要。英语教学也不例外。怎样将多媒体运用于英语教学已成为教
育趋势，但是一旦错误使用多媒体英语教学，将导致教学障碍从而给英语教学带来
负面效果。英语教学者应当积极从事研究与克服多媒体英语教学的弊端。（300字以内）
空两行AnanalysisonwhichEnglishteachingmethodismoreappropriateforChina空一
行AThesisPresentedtotheFacultyofBinhai... Handler, Diced. (1983). Exploring English with
Microcomputers. London: Educational Technology 2.1 （二级标题小4号；字体：Times New
Roman；加粗） Gary, G. Bitter. (1989). Microcomputers In Education Today. Mitchell publishing,
Inc. Ⅱ Countermeasures （一级标题4号字；字体：Times New Roman；加粗） BIBLIOGRAPHY（
全部大写；字体Times New Roman, 小4号字；加粗） （字体：Times New Roman ；小3号字；
居中；加粗） Abstract (in English)…………………………………………………………………..1
（以下字体小4号；字体Times New Roman;行距：1.5倍） The application of
multi-media in English teaching has broken the traditional teaching pattern “one chalk, one
blackboard”. It processes the words, images, voice and animation and other information by the
computer and forms an all-around teaching system. It is not only a good medicine to the Chinese
student with their mute English but also benefit to the improvement of students’ language ability and
students’ subjective initiative shall be fully developed. It can improve teaching efficiency and
teaching quality effectively. （以下字体小4号；字体Times New Roman;行距：1.5倍） 关于论文
结构和格式规范的有关问题请认真阅读外国语学院英语本科毕业论文撰写要求同时
可查阅MLA格式学位论文写作规范供查询用建议以本范文作为模板把自己论文的相
应部分复制后以选择性粘贴无格式文本的方式粘贴到范文的相应... Robert, Taylor.
(1980) The Computer In the School: Tutor, Tool, Tutee. Columbia University Press. Abstract (in
Chinese) ………………………………………………………………….1
郑夫扬. 恰当应用多媒体，提高课堂教学效率[J]，江苏：教育与现代化，2001(3). 3.2
Personal Opinions of Further Research……………………………………………6 （字体：Times
New Roman；小3号字；居中；加粗） The multi-media teaching encourages students to combine
speaking and practice and to strengthen the memory. But some teachers consider that advanced
teaching methods must bring the advanced teaching ideas. Some teachers use the multi-media as the
teaching tools. Teacher still acts as the center of the teaching and students are still the passive
accepter. Force-feed type educates still give full play to their remarkable skill (Bernard, 1995；210). (
夹注方法：1. 写出作者的姓名（英语学者用last name，中国学者用其姓名的全称）加逗
号；2. 作品出版时间加分号；3. 参考作品的页码) （夹注内容应放在应放在标点符号之
前） （英文摘要和关键词都是两边对齐；5号字；行距：单倍；字体：楷体；“ 摘要”和“ 关
键词”两个词或词组要加粗） 3.1 Prospect in English Teaching （二级标题小4号；字体：Times
New Roman；加粗） 浙ICP备2020033727号 浙公网安备3310902000919号 LaTeX Online
Code Snippets-Copyright©2019版权所有
IdiomTranslationundertheChineseandEnglishCulturesClassXXXStudentsNumberXXXNameXXX说
明关键词KeyWords为加粗冒号后加空格再接... Christopher, N. Candlin. (1986). Computers in
English Language Teaching and Research. Longman Inc, New York. 1.1.2 The change of the
“Teacher Teaching” into “Machine Teaching” and the ignorance of the main teaching status of
students Gary, G. Bitter. (1989). Microcomputers In Education Today. Mitchell publishing, Inc.
1.1Multi-Media With Erroneous Zones………………………………………………1 2.2 Over
stimulation In Courseware…………………………………………………4 Ⅱ Countermeasures （一
级标题4号字；字体：Times New Roman；加粗） BIBLIOGRAPHY （全部大写；字体Times New
Roman, 小4号字；加粗） 2.1 （二级标题小4号；字体：Times New Roman；加粗） （英文摘要
和关键词都是两边对齐；5号字；行距：单倍；字体：Times New Roman； “Abstract” 和 “Key
words” 两个词或词组要加粗）
ⅢConclusion…………………………………………………………………………..6
BIBLIOGRAPHY…………………………………………………………………….7 关于论文结
构和格式规范的有关问题请认真阅读外国语学院英语本科毕业论文撰写要求同时可
查阅MLA格式学位论文写作规范供查询用建议以本范文作为模板把自己论文的相应
部分复制后以选择性粘贴无格式文本的方式粘贴到范文的相应... There is a very friendly
interface in the multi-media teaching program. Students can choose different study content according
to their own practical study standard and their own interests. But this does not mean that teacher can
give up. Teaching is a mutual activity to both teacher and students. Teacher and students can
communicate with each other by talk, information commutation and feedback to implement teaching
plan and accomplish teaching target (Christopher, 1986: 46). If the multi-media is used blindly in
teaching processing, only think a lot of student-to-machine talk and ignore the student-to-teacher
communication, the relation between the student and teacher will become dim as time passes.
Further more, the relation between the student and teacher will become dim as time passes. Further
more, the multi-media will be cold reception by students. The enchantment of the class does not exist
any more and the teaching effect is seriously influenced. How we can make the best use of the multi-
media teaching program and how to improve our teaching effect is left to every teacher. 3.2 Personal
Opinions of Further Research（二级标题小4号；字体：Times New Roman；加粗） result. When
we use multi-media, we must proceed from actual conditions and pay attention to actual effect.
Teaching mistake will be made if you follow the fashion of applying multi-media everywhere. Once
a teacher applied multi-media in his teaching for only five minutes but all the other teachers attend
the lesson felt that was the most successful multi-media lesson they had ever attended. Thus it can
be seen that the use of the multi-media is one not of quantity but of quality. Moreover, when we use
multi-media as the teaching tool, we should also study intensively the teaching materials and have a
definite object in view. None but in this way can the application of the multi-media in teaching make
the finishing point. Discussion on the Application of Multi-media There are many outstanding strong
points in multi-media teaching comparing with the traditional teaching. But it is not valid
everywhere. It has both advantages and disadvantages. Some teachers cannot see the advantages and
disadvantages of the multi-media in their teaching and cannot exploit to the fully the multi-media’s
favorable conditions and avoid unfavorable ones. They cannot use the multi-media and ignore the
function of teacher. The multi-media teaching programs of theirs are only the accumulation of
letters, images, and the contents of books, just like a refurbished version of the book. There is no
innovation in their class. They just show the multi-media teaching program in their English class and
teacher just like a projectionist. Teacher become the slave of the multi-media and cannot be as the
leading teaching main subject.
Bernard, J. Poole. (1995). Education for an In formation Age. C. Brown Communications, Inc.（换
行的词首右缩4个英文字符） （字体：Times New Roman；小3号字；居中；加粗） Abstract
(in English)…………………………………………………………………..1 2.4 Neglect Of
Teachers’ Function……………………………………………………5 （以下字体小4号；字
体Times New Roman;行距：1.5倍） Discussion on the Application of Multi-media 3.2 Personal
Opinions of Further Research（二级标题小4号；字体：Times New Roman；加粗） There are many
outstanding strong points in multi-media teaching comparing with the traditional teaching. But it is
not valid everywhere. It has both advantages and disadvantages. Some teachers cannot see the
advantages and disadvantages of the multi-media in their teaching and cannot exploit to the fully the
multi-media’s favorable conditions and avoid unfavorable ones. They cannot use the multi-media
and ignore the function of teacher. The multi-media teaching programs of theirs are only the
accumulation of letters, images, and the contents of books, just like a refurbished version of the
book. There is no innovation in their class. They just show the multi-media teaching program in their
English class and teacher just like a projectionist. Teacher become the slave of the multi-media and
cannot be as the leading teaching main subject.
ⅢConclusion…………………………………………………………………………..6 Robert,
Taylor. (1980) The Computer In the School: Tutor, Tool, Tutee. Columbia University Press. Multi-
media teaching is a brand news teaching model and poses a new challenge to teachers. If it is used
improperly or used with erroneous zones in rational knowledge, it can bring much bad effect to the
teaching. The multi-media teaching encourages students to combine speaking and practice and to
strengthen the memory. But some teachers consider that advanced teaching methods must bring the
advanced teaching ideas. Some teachers use the multi-media as the teaching tools. Teacher still acts
as the center of the teaching and students are still the passive accepter. Force-feed type educates still
give full play to their remarkable skill (Bernard, 1995；210). (夹注方法：1. 写出作者的姓名（英
语学者用last name，中国学者用其姓名的全称）加逗号；2. 作品出版时间加分号；3. 参考
作品的页码) （夹注内容应放在应放在标点符号之前） 英语论文的文中引述正确引用
作品原文或专家学者的论述是写好英语论文的重要环节既要注意引述与论文的有机
统一即其逻辑性又要注意引述格式即英语论文参考文献的规范性引述别人的观点可
以直接引用也可以间接引用无论采用何种方式... 学院：外国语学院 专业：
英语 级别：20##级（1）班 1.1.4 The misunderstanding of multi-media method 摘要：
随着电脑和网络的迅速发展，那种“一盒粉笔，一块黑板”的传统教学模式的应用已远
远不能满足现代社会对教学的需要。英语教学也不例外。怎样将多媒体运用于英语
教学已成为教育趋势，但是一旦错误使用多媒体英语教学，将导致教学障碍从而给
英语教学带来负面效果。英语教学者应当积极从事研究与克服多媒体英语教学的弊
端。（300字以内） Ⅱ Countermeasures （一级标题4号字；字体：Times New Roman；加粗） 关于
论文结构和格式规范的有关问题请认真阅读外国语学院英语本科毕业论文撰写要求
同时可查阅MLA格式学位论文写作规范供查询用建议以本范文作为模板把自己论文
的相应部分复制后以选择性粘贴无格式文本的方式粘贴到范文的相应... result. When we
use multi-media, we must proceed from actual conditions and pay attention to actual effect. Teaching
mistake will be made if you follow the fashion of applying multi-media everywhere. Once a teacher
applied multi-media in his teaching for only five minutes but all the other teachers attend the lesson
felt that was the most successful multi-media lesson they had ever attended. Thus it can be seen that
the use of the multi-media is one not of quantity but of quality. Moreover, when we use multi-media
as the teaching tool, we should also study intensively the teaching materials and have a definite
object in view. None but in this way can the application of the multi-media in teaching make the
finishing point. Take the man as the primary and adopt the advantages of the multi-media. When we
make the multi-media teaching program, we must know that it is only and can be only the assistant
teaching tool for our teaching. Students and teacher should be always the primary. Teacher is the
leading and students are the principal part. With the interposition of multi-media, teacher is less
participated in the class and students are more active in the class. But this does not mean that teacher
is not the leading any longer, Teacher is always the designer of the class, exponential of the study and
the organizer of the class. The teaching art is improved. Teacher should pay more attention to giving
students advices. Further more, teacher should set up his own teaching style in his multi-media
teaching program to make his lessons more vivid and vigorous. Every teacher must not be controlled
by the multi-media. The multi-media teaching program is not the repeat of the hook, not the relish of
the lessons, it is the re-creation which can meet the requirement of teaching contents and students'
practical cites by teacher. The countermeasures are the measures and the remedies which the
educators can take measures to correct the misunderstandings or misusing of multi-media English
teaching. ⅢConclusion （一级标题4号字；字体：Times New Roman；加粗） 2.2 Over stimulation
In Courseware…………………………………………………4 何克抗. 信息技术与课程整
合[J]. http://www.etc.edu.cn.：教育技术通讯，2003(2). Leech, G. N. and Beale. (1984). Language
Teaching. UCREL.